•  

    Child Find

    The purpose of Child Find is to locate and evaluate children who are suspected of having a disability. If it is determined that the disability interferes with learning, special education services and supports may be recommended. Anyone can refer a child they suspect has a disability. If you suspect your child or a child you know of having a disability, contact:

    Selma Unified School District

    Special Education Coordinator

    3036 Thompson Ave

    Selma, CA 93662

    559-898-6500

     

    The Individual Education Program

    Federal law (IDEA - Individual with Disabilities Education Act) specifies that every student who qualifies and requires special education services to have an individualized education program (IEP). The IEP fulfills two main requirements:

    • IEP meetings include parents and school personnel jointly making decisions to develop an individualized educational program for a student with a disability, and
    • The IEP document is a written record of the decisions reached at the meeting to guarantee delivery of appropriate services to meet the educational needs of the student.

    IEP meetings are held when determining initial eligibility for special education, developing the initial IEP and conducting an annual review. The IEP needs to be reviewed annually. Parents and school personnel of students receiving special education services may request an IEP meeting, in writing, at anytime. An IEP will be schedule within 30 days of receipt of the request. Requests can be made to the special education teacher, case manager, school administrator or the coordinator of special education.

     

    Referral and Assessment

    To receive special education services a child must meet Federal and State eligibility criteria for one or more of 13 identified disabilities and because of that disability require special education services to access his/her education. Qualifying disabilities include:

    • Autism
    • Deafness
    • Deaf-Blindness
    • Emotional Distrubance
    • Hard of Hearing
    • Intellectual Disability
    • Multiple Disabilities (Intellectual disability combined with blindness or an orthopedic impairment)
    • Orthopedic Impairment
    • Other Health Impairment
    • Specific Learning Disability
    • Speech and/or Langauge Impairment
    • Traumatic Brain Injury
    • Visual Impairment

    Pre-referral Process

    Prior to a child being referred for special education instruction and services, the continuum of general education resources needs to be considered and where appropriate implemented and documented. Schools within Selma Unified follow the Multi-Tiered Systems of Support (MTSS) which incorporates integrated strategies to address learning across academic and behavioral domains.

    Initial Referral Process

    Children, birth through age 21, can be referred, through written notification, for special education services by parents, the school's student study team (SST), individual school personnel (teacher, counselors, and administrators), or other agencies and professionals.

    Parent Notification of Referral and Assessment Plan

    Upon receiving a referral for a special education assessment, the case manager, typically the special education teacher, has 15 days to develop an Assessment Plan and send to the parent for approval. The written assessment plan and related documents includes: the assessment plan with the areas to be assessed and who, by position, will be conducting the assessment; and a copy of the Procedural Safeguards afforded to parents who have a child being referred or is receiving special education services.

    Evaluation Timelines

    After the parent agrees to the assessment and returns the signed assessment plan, the case manager and the assessment team (the professionals conducting the assessments) has 60 calendar days in which to conduct the evaluation and hold the Individual Education Program (IEP) team meeting. If at this meeting it is determined the child qualifies for special education and requires services, an IEP will be developed.

    Three-Year Reassessment (Triennial)

    Federal and state laws require that each student receiving special education services is reassessed at least once every three-years. The triennial determines if the the student continues to be a student with a disability, continues to need special education, what the student's present levels of educational performance and needs are; and whether or not additions or changes need to be made to the special education services to enable the student to meet IEP goals and participate, as appropriate, in the general curriculum.